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The role of the manager in innovation management. The role of the manager in the team and management of the organization. What prevents directors from working with their teams

Galina Mikhailovna Ponomareva,

Head of the organizational and methodological department of the Khabarovsk Regional Institute for Educational Development in Komsomolsk-on-Amur, honorary education worker

School management is a special process from a management point of view; it is not without reason that it is defined as a science and an art. The main distinctive feature of the management process in education is that often school directors in the recent past were teachers from the team they lead. However, in a relatively identical environment (all former teachers without managerial skills and special managerial education), some directors achieve professional success for themselves, teaching and student teams, the city and the region, while the successes of others are insignificant and are at an acceptable level of functioning for the school. Why is the success of some directors incomparably greater than the success of others? What manifestations of success set them apart from their peers? What is the reason for the success of the best of the best? What behavioral strategy do the leaders of an educational organization choose that leads them to success? What do principals avoid in the process of managing a school, and what makes them unsuccessful?

These questions may seem controversial, since the work of management itself is ambiguous among different people. Only many years of experience interacting with school principals in the system of advanced training and certification of teaching and management personnel gives me the right to express my own opinion on the following issues: what do successful school principals do and do not do?

I propose to focus on only three indicators:

  • personal professional and career growth of the school principal;
  • school personnel management;
  • Production Management.

Becoming a school principal

The professional growth of a successful school principal begins far in the past, when a young teacher first enters the classroom as a teacher, not a student, realizing his new status as an adult responsible for himself and others; a new role as a leader of a children's team and the learning process.

Over many years of apprenticeship and studentship, young people develop performing behavior that corresponds to the role position of “child” (in the classification of interpersonal relationships according to E. Berne). The new situation forces the young teacher to change his behavior strategy to an “adult” position, focused on sound calculation, control over his own actions, control over the actions of others, adequate assessments, understanding the relativity of dogmas, and orientation to action. A rapid change of positions leads to the fact that fundamental changes occur in a person’s personality towards the development of a positive “I-concept”, leadership qualities, confident behavior in a familiar environment, and the search for solutions to problems that arise, taking into account one’s own opinion.

A young teacher strives for professional growth and takes active steps towards this: he independently looks for sources of acquiring new knowledge, communicates with mentors and adopts their experience with a certain degree of critical attitude and perception towards it. Copying of positive experience occurs selectively, depending on the goals of the young teacher, his own views on the process of teaching and upbringing, personal qualities, since such a teacher realizes that even the best senior colleague cannot be what he himself should become in the future. Someone else's experience is not an open, wide road without bumps and potholes, paved by an experienced mentor, but a path to a certain turn, beyond which lies the unknown, and everything that happens around this turn will become a new reality. Only the habit of independently analyzing the situation and making decisions based on the experience of others will help a young specialist become himself. And this is an important condition for a future successful professional life, creating your own experience and unique achievements.

A young teacher strives to take leadership positions in the work team and gradually acquires a team of colleagues who share his values, followers of actions and allies in achieving the goals of the leader and the team.

The process of building one's own career has been taken under control by the future successful director - a young man

knows what he wants to achieve in the future and what time frame he has for it. Career grows progressively from horizontal to vertical. Not always, but in many ways, professional successes in the “teacher” horizon underlie future successes in the “director” vertical. A teacher builds his career together with someone who will subsequently decide on the level of career growth, which means that such a person learns tactics and strategies for productive communication with people of different social statuses.

A young teacher motivated to become a school principal is guided by the following rules:

  • being lazy and looking at the clock is the lot of future performers;
  • to be offended by constructive criticism is in the nature of a weak, capricious “child”;
  • wait for instructions from the outside - this is what people do who avoid failures, but constantly have them;
  • not to allow others to doubt his current insignificant successes - he will eat the elephant piece by piece while others starve, knowing that they will not swallow it whole;
  • be afraid to stumble - the fatality of existing mistakes leads to the destruction of motivation;
  • to rise above the less successful - arrogance is endowed on weak individuals who do not understand that for every strong person there is always a stronger one;
  • to envy those who are more successful - they should be respected and learned from them; you need to catch up with them, then walk alongside them, and then lead them.

The question of vesting a teacher with the power that the position of director provides is decided upon reaching a certain age. Empirical data and observations show that the most productive principals are those who take charge of a school between the ages of 35 and 45. This is a sensitive period in personality development

to accept responsibility for the actions of other adults in the production process. By this time, the specialist already has professional achievements: unique experience that clearly distinguishes him from others; stability in relationships with colleagues and managers; a portfolio of achievements that proves his professional worth. Leadership positions are such that no one doubts that the future belongs to this person - this is a sign of the sure growth of a vertical career and the support of colleagues. No one doubts that this particular teacher can be entrusted with managing the school, including the teacher himself - he understands that the years of his own professional development were spent precisely in order to lead others, and in fact this was his goal.

The young director knows that

  • one should not strive to “be good for everyone” - he should lead people behind him,

and not on your neck;

  • narcissism is a sign of a weak director whose life is short - so spin

sitting in a beautiful chair is not yet an indicator of professionalism;

  • motivating the weak is a waste of time and effort for illusory benefit;
  • it is pointless to criticize the mistakes of the strong - it is better to turn the mistakes of others

into your experience;

  • You can push down only someone who is staggering; a self-confident leader will eventually turn things around so that people will please him;
  • Don’t forget your friends and fellow teachers - even during working hours you can always find a minute for friendly memories and a cup of coffee;
  • he is not a workaholic, since a one-sidedly developed professional is like a gumboil, and it’s not worth staying at work late.

Observations of a circle of successful directors show that only the opportunities provided by the “top” and the support of the “bottom” give positive results in the career growth of a manager. The director will build the next stage of professional and career development differently, focusing on the new social status of the manager - on power.

Using power

Using power functions to benefit oneself and the team being led is a distinctive feature of successful school principals. That's right: for yourself and for others. The director values ​​his power and enjoys its capabilities - and this is not a negative quality of a leader; on the contrary, the attraction of power leads to the destruction of development prospects - first of the director, and then of his school. But the pleasure of power meets all highly moral laws. A successful director lives by the rule “I am good, you are good.” This life position helps a manager attract equally successful people to work, thereby expanding his capabilities. Motivation for achievement is characteristic of a significant number of team members, since it is based on the charisma of the leader and such sources of his power as the power of the standard, the expert, the power of reward, normative and informational power. Power is inextricably linked with leadership. A successful leader is always a leader. He was an informal leader before his appointment, and now he is strengthening the position of a formal leader, and he easily succeeds.

Power allows the director to achieve higher goals than those in the past, and since these are humane goals, the director finds followers and has a strong team of creative, active, success-motivated performers, through whose hands the result is achieved. And of course, there are now resources to achieve the goal!

A person in power does not allow himself to:

  • to lose it - power can only be strengthened (by building an even higher career) or released (to leave in time and give way to others);
  • use power to harm people - it is power that should make a person a Human;
  • to be afraid of the power of others - you just need to not be afraid of anyone;
  • hide behind the backs of the performers - you can stand behind their backs only in one case: when you have to be the last one to leave a sinking ship;
  • manage people from the position of “I’m the boss, you’re a fool” - otherwise the day will come when you become your own boss

and a fool to himself;

  • coming to work late - an arrogant boss does not have power over his subordinates, but fear of them, which he covers up with arrogance;
  • look bad - the spectacular appearance of a successful leader is not a whim of image, but a severe necessity.

Every successful director understands that his own success consists of the successes of his subordinates. Therefore, one of the first tasks of a manager is to motivate the team to high achievements and help everyone who wants to reach heights. The director’s own role in school management comes down to finding the right active, motivated, proactive performer, giving him the right instructions, building an adequate line of control - and that’s all. Next, the subordinate himself will bring the necessary result to the leader, which will ultimately be the result of the work of the school, and therefore of the director himself. The previous experience and charisma of the director will do their job - people will obey a successful leader with great pleasure and will do great things to achieve his positive assessment, which he often gives to his subordinates. Yes, that’s the only way - frequent and positive reinforcement of the activities of subordinates! Criticism, if necessary, does not allow for fatality, edification, or emotionality; on the contrary, only the use of constructive criticism helps a successful director extinguish the resistance of his subordinates to the perception of critical comments, involve him in the joint development of decisions, change the situation and the activities of the criticized person for the better.

The second most important criterion for effective personnel management of a successful director is the ability to delegate authority. In the hands of the leader is the supreme power (of course, within the framework of job competencies), which several other people in the organization would probably like to receive. This cannot be done formally, but it is possible to satisfy their need for power by temporarily expanding the powers - firstly, of the management team, and secondly, of subordinates actively seeking power. A successful leader is not afraid of losing power. However, distancing people from this power will lead to the fact that subordinates will strive to get it in another way, even aggressively. This is where delegation of authority to team members exists, and a successful director often uses this. As a result, he receives high-quality work, loyal employees, a lot of initiative proposals, a close-knit team, and also free time to perform direct duties in the work process, which cannot be delegated, but for which there is never enough time!

At the same time, delegation of authority does not exclude the dominance of the leader over his subordinates. Unlike power, dominance is domination, predominance, influence, ambition, the desire for personal independence, leadership under any circumstances and at any cost, readiness for an uncompromising fight for one’s rights. Strange as it may seem at first glance, employees easily obey a dominant leader, and not only do not condemn this personal trait, but also evaluate it as necessary for themselves personally, since ultimately the leader’s dominance becomes a shield for them in difficult situations.

In addition, a successful school director is an example for subordinates of such competencies as emotional self-regulation. They say about him - a good leader is like a swan: above the water

On the surface he swims calmly and majestically, and under the water he furiously rows with his paws. The ease and speed of decisions made by the director, his calmness during crisis situations help his subordinates feel security and stability. People highly value someone who is a “strong wall” for them; with such a leader they will go through thick and thin, and will do everything possible to lead the school (director) to success!

Process management

In the process of personnel management, a successful director:

  • does not select personnel for himself or his loved one - at school there are no positions of “matchmaker” and “brother”, there are “professional” and “high professional”;
  • supports the initiative of the subordinate - if the torch is not allowed to flare up, it will quickly turn into a firebrand, will the director look beautiful with a firebrand in his hands?;
  • will not cultivate mediocrity - no matter how much you hill up a pillar by the road, apples will never grow on it, it is better to drive past, and let it stand, since it was once placed by someone;
  • speaks little at meetings - the words “letuchka” and “five minutes” were invented just for a successful leader who values ​​his own and other people’s time;
  • does not expect gratitude from his subordinates for the fact that “I have done so much for them.” - you have to do good and throw it into the water;
  • does not refer to a lack of funds for staff training - the staff themselves will offer creative ideas and various forms of training if they, the staff, are given the opportunity to hang a certificate of advanced training in a prominent place.

A successful director is characterized by a triune component: analysis - plan - analysis.

First of all, the leader is a wonderful analyst. He can quickly connect any information that comes to him with the previous one and, based on analysis, determine the pros and cons of the forecast, which in turn will first be determined in the development strategy, and later detailed in tactics. Foresight helps the director understand the direction of the organization's development, so he takes all details of information seriously and important, since one can never say in advance which fact should be accepted as significant and which should not. The ability to first combine the facts and figures of the received information into a single whole, then group them into various categories, compare them with the expected result, assess the state and predict subsequent results corresponding to the positive and negative vectors of the development of the situation and do everything quickly and efficiently - a striking feature of the director. analytics that distinguishes him favorably from all other directors.

The favorite word of a successful director is goal! What is the goal of the future action plan? It is on this word that the specific work plan of the school as a whole and all its substructures in particular will largely depend. The goal is seen as a real result, achievable in the near future as a fact that is not in doubt. The clarity and realism of the goal make it possible for the manager to determine the circle of performers to the extent to which they are capable of realizing this goal, even if they do not yet understand the full depth of ideas about the result to which the respected director is pushing them. After defining the goal and motivating the team to achieve it, a successful leader will go into the shadows: he is a strategist, the details are in the hands of the performers. His time to return to the plan will come when the framework for all necessary actions has been formed and everything is prepared for the stage of monitoring and editing the plan, its individual details, for example, the quantity and quality of the necessary activities, predicted results, resources. Only now the director’s word will be final as the decision of the person responsible for the idea and steps towards its implementation. At the same time, a successful leader provides the opportunity for team members to realize themselves when planning - they can afford to delegate authority.

And as soon as the plan enters the implementation stage, analysis immediately begins: first, step-by-step, to eliminate unforeseen mistakes. Then more and more generalized, so as not to burden either yourself or the team with little things that generally do not affect the global result, but are often associated with the emotional perception of the performers.

Resources, their quantity and quality, and especially their content: everything is in the hands of a successful director and under his control.

In the first place are human resources - the school team, consisting of professionals of different levels, but which the director can manage most effectively precisely based on this very level of professionalism of the employees. The director skillfully uses:

  • the resources of each individual person and the potential for its development;
  • resources of small groups and, accordingly, their potential;
  • resources of the organization's team as a whole.

Information resources, including external and internal information. All information is analyzed from the point of view of the adequacy of its perception by subordinates and only then is issued by the director to the team. A successful leader knows how to present all the information in such a way that no one has any doubt that the director does not doubt the veracity of the information and the need to take it into account. He uses information power as a necessary shield against possible conflicts and stress in the team. In other words - information not for the sake of information, but for the sake of information! To make it clear to the reader, I will tell you the golden rule of a successful interlocutor: if you can count to ten, count to nine!

Financial resources are a special scale of values ​​for a leader. On the one hand, there is always little money, no matter how much you give. On the other hand, a money-grubbing director is also not the best strategy for future success. Therefore, the wisest directors choose companies

a compromise between high results and a real amount of money, they are able to create a level of school life at the level of luxury, even with little funding. How? And this is a company secret. The commercial spirit of successful directors is manifested in the conduct of financial activities at the level of a thrifty housewife, and money is earned and spent wisely. This is also a sign of a successful school director - a director-entrepreneur. He has studied economic issues to such an extent that this allows him to independently make decisions within the organization without external consultations, since any consultant will always provide information that is beneficial to him. This is why in successful schools “all the money is in one pocket.”

But a successful director knows the law better than economics. And honors him in full. Whatever temptations arise before making a decision, the leader always coordinates it with the law. The word “law” is also understood by subordinates, no matter whether it is the law of a higher organization or the law emanating from the director himself. All school employees understand that the director is by default the law in the school, albeit a democratic one, but the law. And that's it!

Managing the production process, a successful director:

  • does not seek to compensate for all the problems of the organization - it is more important for him that his subordinates cooperate, are people who understand his ideas and implement them in life;
  • creates a quality management system that is understandable to all performers;
  • knows the science of administration, does not accumulate debts;
  • allows others to believe in his expert power, even the chief accountant;
  • has enough templates on the computer for routine and creativity;
  • always rich, since he does not earn much and spends little;
  • follows the letter of the law;
  • copes with any difficulties

and demonstrates this to his subordinates.

Magazine "Public Education" 10/2013

Necessary knowledge (articles)

Help for a rural school

To the modern leader In order to effectively manage a company (firm, organization, enterprise, structural unit, department, team, etc.), it is important to successfully combine six main roles in your activities: from the owner and entrepreneur to an effective professional and a civilized person.

First, briefly, for a clearer understanding, we will consider these skills (leader roles), and then we will analyze each role separately in detail and provide practical recommendations for their development.

The roles of a modern manager in company management

Role No. 1 - Civilized person.

This leadership role in the management system demonstrates socially acceptable norms of behavior. A modern leader in various situations must always behave appropriately and show respect for the employee in particular and the team in general. A civilized person (leader) knows how to win over a person and never violates the agreements reached.

Role No. 2 - Effective professional.

This role of the leader in the organization implies maximum achievement of positive results in work through the active use of one’s knowledge and abilities. As an effective professional, the leader demonstrates deep knowledge in his field, while constantly improving it. Also, this role of a leader in a team includes such actions as demonstrating experience and skills to his employees and colleagues and providing them with assistance.

Role #3 - Team player.

One of the main purposes of a manager’s roles in management is to attract people, taking into account their motivation and qualifications, distribution of responsibilities, ability delegate authority correctly, effective interaction with other team members, exchange of information, making personal contribution to achieving goals, maintaining team spirit and a healthy psychological atmosphere in the team. A team player welcomes multiple opinions.

Role No. 4 – Manager.

The importance of this role in general manager role system difficult to overestimate. After all, the main skills of a manager lie precisely in the ability to organize employees, set goals correctly and monitor their timely achievement. The general role of a manager in a management system cannot be imagined without managerial skills. A manager, in order to complete assigned tasks, must be able to quickly find resources and rationally distribute them, increase labor productivity organization and its divisions, as well as effectively interact with subordinates, partners and senior managers. Management is the No. 1 role of a leader, although it is not in first place on this list!

Role No. 5 – Entrepreneur.

The manager, through consistent actions, must ensure that the company moves along the intended path and formulate (both for himself and for the staff) a vision of the future. The role of a modern leader is unthinkable without the ability to see opportunities for creating new values. Moreover, a true manager always takes full responsibility for the organization’s results.

Role No. 6 – Owner.

The role of a manager in managing an organization is no less significant than the previous one. It lies in the ability to achieve long-term results with the help of a strong professional will and a combination of outstanding personal qualities (including leadership qualities personality). The “owner” places the interests of the company above personal interests, as well as above the interests of employees, and when he makes decisions and acts, he always thinks about the possible consequences for the company. To achieve success, he focuses on long-term development and purposefully develops his followers.

Development of leadership skills (roles)

Developing the role of a leader as a civilized person

Developing the role of a leader as a professional

  • Set specific goals and objectives that you will implement. Tell team members about your ideas, as well as explain action plans for their implementation.
  • Be a role model for others, never promise what you cannot deliver, and always keep the promises you make. Do what you advocate for yourself.
  • Are you wondering what you can change to make your work more effective?
  • Don't avoid criticism, and when receiving information that is unpleasant for you personally, do not become aggressive. Correct following leadership roles in a team unthinkable without image formation professional Ask yourself what you did to achieve this.
  • To obtain information about your professional activities, using various sources - periodicals, educational programs, professional conferences and forums, the Internet, etc. Try to understand how effectively you learn new things and improve yourself in the professional field. Think about how this process can be improved?
  • Discuss with your employees the latest and greatest trends in your industry. If someone asks you for professional advice, approve and encourage it, or find out for yourself if there are areas where you can provide guidance (direct them by pointing out where and how they can find the answer to their question) and provide assistance.

Developing the role of the leader as a team player

  • Constantly analyze your team's performance. Encourage your work team to regularly work on ways to improve the quality of their duties. Feedback tools should be set up to analyze interactions within the team and obtain data.
  • To spend more time with people, you shouldn't oversaturate your agenda. It is also important to master the skill holding effective meetings.
  • Managerial roles of a leader are unthinkable without the role of a leader in conflict management. Make sure that the psychological atmosphere in the team is healthy. There are often cases of mobbing. You must do everything in your power to prevent and prevent this phenomenon. New employees are more often exposed to psychological pressure, so it is important to first working day at a new job make it clear to him and everyone else that he is part of the team and is necessary for the company. To do this you need to know how to introduce a new employee colleagues.
  • Invite a coach or someone you trust to one of your team meetings. Ask him to objectively evaluate the team's performance, focusing on the following questions:

Is there a hidden conflict in the team?

Are you a good leader in conflict?

Are you engaging your employees well?

Are you listening?

Do team members participate openly?

During meetings, do you control the agenda, overview of possible solutions, development of a strategy for further actions, time management (how many wasted time) etc.?

What can you say about the composition of the enterprise?

  • Make sure that the distribution of responsibilities matches the motivation and competence of employees. If this is not the case, roles and responsibilities need to be reassigned accordingly.
  • Involve people with different thinking styles to work in a team, because the most diverse composition is more flexible in completing tasks. Encourage multiple opinions. Analyze how and in what areas employees can complement each other and be useful.
  • From time to time, allow your team members to make decisions on their own without being the first to speak out. your point of view.

Development of the role of the leader as a manager

Development of the role of the manager as an entrepreneur

  • Follow current popular industry trends. Find information sources that provide the best advice in areas such as HR, finance, marketing and logistics. Use whatever is applicable to your organization.
  • Read the business press once a week and identify a realistic idea that could improve your business. Ask yourself more often: how can we create added value for the enterprise by combining different technologies, products or services?
  • Don't be afraid to develop your own business use other people's ideas. Fight with creative crisis and find inspiration in fields related to and different from yours, such as science or art. Talk to people from a variety of backgrounds, using their expertise to improve the organization's performance.
  • Support new ideas that improve organizational performance from your employees and partners.
  • In order to find out how suppliers and clients evaluate your company and your services, meet with them periodically. Find out the strengths and weaknesses of your competitors.
  • In order to find new solutions for the development of your own company and establish yourself in the role of a leader, it is sometimes useful to put yourself in the place of your competitors and imagine what strategic decisions they could apply to push you out of the market?
  • It is also useful to imagine that your company does the same thing (produces the same product or provides the same services), but is not connected by its history and operating structures. What would you do if you weren't limited by this?
  • Try to explain to your employees complex and incomprehensible issues in business development in a simpler and more accessible language so that they have a clear understanding and do not have the slightest ambiguity. More actively introduce a holistic vision of the business picture into the minds of your subordinates, encourage a strategic approach and global thinking.

Developing the role of the leader as an owner

The role of the modern leader in an organization - a complex role. The leadership role system requires a person to have many different skills. The boss must know at least a little (the more the better), but about everything - from the tricks of financial science to the secrets of marketing, from the secrets of human psychology to ways of organizing modern production. Of course, one article cannot reflect the entirety of the role of a manager in management, so in the future we will definitely return to this topic and consider some points more fully.

If you find an error, please highlight a piece of text and click Ctrl+Enter.

Recently, in my papers, I dug up old handouts for the management skills training that I conducted in 1996... I don’t even know whether to admire or be horrified :) by this anniversary. For 20 years I have been working with managers of various levels, but, as practice shows, the problems in their work remain the same. I’m not afraid of this word - “eternal” problems :).

One of these “eternal” management problems is adaptation of a manager to a new position. The nature of the personnel change is not important: promotion or demotion, transfer to a new area of ​​work / to a new division or organization / to a new large-scale project, etc. It is important that such movements are often not carried out on the initiative of the employee himself (“ They offered me, so I agreed"), and do not always coincide with his career and work expectations (" Actually, I would like to work in the position of..., and I would be more interested in doing..."). A career choice (“fork”) is offered, where each alternative has its own “pros” and its “cons.” This choice is not always simple (something has to be sacrificed), and from the point of view of psychology is situation of professional stress, and sometimes even leads to a professional crisis.

The heaviest stress occurs when a manager “jumps” to another career level: he was an ordinary employee, but became a lower-level manager (foreman, department head, etc.); was a specialist, but became a middle manager; was the head of a division, but became a top manager, heading an entire enterprise or being responsible for a separate area of ​​activity/market of the company. Psychologically, the most difficult thing is to “jump” from an ordinary employee (or specialist) to lower/middle level managers. Especially if you need to manage your colleagues, with whom just yesterday you communicated as equals. And today you are no longer “one of us”, but “the boss” :). It is necessary to change the entire previously established system of relations, to re-establish oneself in the team as a leader.

How to do it ===>

Entering a new leadership role can be called professional adaptation of a manager. I recently received a monograph A. Reana "Psychology of personality adaptation. Analysis. Theory. Practice" (M, Prime Eurosign, 2008; scroll through ;)), which has a pretty good chapter specifically on managerial adaptation.

I'll bring her short summary(plus some of my comments, plus valuable usefulness at the end;)), I hope it will be useful for novice managers:

"...term "adaptation" can be used in relation to a situation where an employee (one’s own or hired “from outside”) is appointed to a leadership position. In this case, we can introduce the concept of “managerial adaptation” (“adaptation of a manager”), by which we will mean the process and result of active balancing with the changed professional environment, allowing one to effectively achieve goals and based on a number of personal developments.”

Let me translate from psychological language into ordinary language:) If you want to be effective in a new position, learn, develop, change yourself! “Personal new formations” are new knowledge, abilities, skills, habits, competencies, etc.

"The adaptation process is especially important for a specialist appointed to a leadership position for the first time. As our pilot studies showed, about 43% of the surveyed managers experienced difficulties at the very beginning of their management careers, another 18% described their situation at that time as very difficult. This was most often due to a lack of management skills and only secondarily due to a lack of specialized knowledge."

Let me add from myself... I conducted similar questionnaires among experienced managers. In fact, 100% of managers experience difficulties at the beginning of their careers :). The only question is how they perceived these difficulties then, and how they remember it now. It depends on personal characteristics: there are optimists who “do not dramatize”; have high self-esteem (and believe that “everything is normal, everything is under control”); and there is a property of human memory to selectively retain mostly good memories. As a rule, even if a person answers in a questionnaire that at the beginning of his career there were no difficulties at all, then during an in-depth interview with him, he recalls a bunch of these same difficulties :)). He simply treated and treats them relatively easily.

Those who immediately recall the beginning of their managerial career as “very difficult” have either objective reasons (the enterprise was in a deep crisis, and the beginning of their career occurred as an anti-crisis manager), or their career began with some serious mistake, and this They remembered the life lesson for a long time.

“As recent studies by Australian scientists show, well-established engineers are not natural leaders at all. This is primarily due to the fact that many engineers, having found themselves as leaders of large organizations, were mainly focused on achieving short-term benefits. As a result, the strategic tasks of survival and development turned out to be in the background, which inevitably led to difficulties with changes in the environment".

Typical story :). It is very difficult for a person who is accustomed to being responsible for a specific limited area of ​​work to break away from micromanagement and switch himself to the mode of seeing the whole - strategic perception. That is why courses/trainings/coaching will be extremely useful for newly minted managers (even if they are not top management) in strategic management and systems thinking.

"According to renowned management consultant Peter Fischer, a newly appointed manager must consistently address the following seven tasks:

— actively meet the expectations of superiors, colleagues and subordinates;

— establish and develop productive relationships with key figures in the organization;

— constructively analyze the current situation from the point of view of the structure of interactions and development prospects;

— develop a motivating range of immediate and long-term goals;

— establish a positive climate for change, building on all the positive potential accumulated so far;

— effectively initiate these transformations with the involvement of all employees;

- use symbols and rituals productively."

Please note that there are not only management adaptation tasks here, but also tips on how to solve them;)

-communications, purposeful building of relationships with all stakeholders;

-goal setting(and a certain novelty of these goals is important, so that subordinates feel that “a new broom sweeps in a new way” :));

OWN motivation system(here it is important to understand that any organization has certain motivational resources and mechanisms; but their effective use depends on the specific leader. It is extremely important for a novice manager to master the available motivational tools, demonstrating to his subordinates what “sticks” and “carrots” he can and will use: ))

“Here is how I.P. Volkov describes the specifics of managerial adaptation in the most difficult, perhaps psychologically, situation - appointment to a lower management position for the first time:

Let's say you have been appointed to the position of foreman for the first time. You do not yet have sufficient experience in organizational activities in production...

First of all, you need to get to know the people you will be working with. Then you should study the state of production, the equipment of workplaces, the organization of work, and the availability of technical documentation. You must also assess the level of labor and moral-political activity of workers, understand the relationships in the team. Start your acquaintance thoughtfully, slowly, talk individually, take your time with a meeting of workers. Meet the heads of all departments on the shop floor.

Having become familiar with the situation in general terms, it is necessary to outline an action plan for “entering” a new position. Such “entry” is not a matter of one day or even one month. For some beginners, this process lasts for one and a half to two years. You need to gain experience to feel confident in different situations. It is necessary to psychologically master the situation not only in your area, but also in the workshop, even in adjacent departments. Then there will be confidence in decisions and actions."

* * *

“We conducted a survey of 231 subjects (managers of various levels of organizations and enterprises, management experience ranged from one year to 16 years). They were asked an open question: “After my first appointment to a managerial position, I encountered the following difficulties: . ..” A detailed analysis of the responses received showed that they can be divided into two fairly homogeneous groups.

The first group of answers from management respondents is difficulties in goal acquisition and goal formation when entering a new management activity. The most typical answers in this group were: “I didn’t know where to start working”, “I didn’t understand the tasks facing us”, “It was difficult because there was complete uncertainty”, “It was difficult to get our bearings and explain to people what we would do further”, etc.

Second group of answers - Difficulties associated with interacting with subordinates. Here are the answers that describe difficulties in unification, rallying everyone around a common cause, problems in relationships with older subordinates, fear of being alone before starting a new business, etc. The most typical answers in this group: “It was difficult to establish business relations with some employees, since I myself used to be their subordinate”, “More experienced employees and those who had a lot of work experience treated me critically”, “I encountered low production discipline, the incompetence of a number of employees”, etc.”

“Based on literary data and the results of our own research, we can approach the description of the main personal developments of an adapter leader.

Firstly, a new leader (especially one who has received a leadership position for the first time) needs to move to a different level of goals, which become broader and qualitatively more complex. If previously the scale of tasks was not high and they were quite narrowly specialized, now the manager faces goals that are closer to the global goals of the organization.

So, the first important personal quality that a manager must develop after his promotion is the ability to identify and operationalize the global goals of the organization, turning them into department goals and tasks for subordinates.

Secondly, after being appointed as a manager, it is necessary to re-develop or expand the set of techniques and ways of interaction between the manager and subordinates.

The second significant personal new formation for a manager in the process of his adaptation to new management activities is the expansion of his role repertoire, adequate mastery and performance of roles, taking into account the characteristics of the new professional activity."

Knowledge of the strategic (global) goals of the organization;

Priority of consistency and global goals over the specific and immediate goals of the unit;

The ability to formulate the goals of the unit taking into account the global goals of the organization;

The ability to decompose goals to the level of personal tasks.

Everything seems to be true, but missing three important points. Goal setting - a communication process that strongly depends on the corporate culture of the company. For example, in some companies a list of global goals hangs on every wall, while in others it is a closely guarded secret. In some companies, top management is open to discussing the consistency of the department's goals with organizational ones, while others have adopted the policy of “you will do it yourself” (but if you “yourself” do it wrong, they will punish you!). And many novice managers “don’t know what to do” precisely because it is difficult for them to fit into “communication on goals.”

And the second point: goal setting is very closely linked to planning and execution. It is not enough to “cut” tasks to subordinates. We need to plan these tasks; communicate plans to subordinates; initiate execution of the plan; coordinate and assist (as needed); monitor the implementation of tasks/plan. In my consulting experience, behind the words of newbie managers “I don’t know what to do” is actually not a weakness in understanding goals and setting tasks, but other links in the chain - planning, coordination, control, etc.

And third: It is impossible to organize other people if you are not organized yourself.! Novice managers often do not understand that the higher their management level, the more their personal self-organization influences the organization as a whole. If the manager does not set any goals/tasks for himself personally, does not plan his working day, does not know at least the “basics” of time management, if he does not have his own system of self-organization, then what kind of goal setting and goal achievement in the department/organization can we talk about? ?!

And another opinion: unlike A. Rean, I would not reduce the second “new formation” to expand role potential. Of course, a good leader must be aware of the role structure of the group, and also be able to recognize and model his own role(s) in the work team. But in reality, most "rapport problems" with employees do not require any special role flexibility or role reversal. For this individual communication skills are sufficient. For example, such a skill could be a manager’s ability to communicate with difficult people, defuse conflict situations, reduce stress levels, etc. Separate psychological trainings are devoted to “improving” such individual communication skills, a review of which I provided in this post: Psychological trainings for a manager - what to choose?).

Can be described four stages of the manager onboarding process(they are presented as pairs of opposites: on the left is the result of successful completion of the adaptation stage, on the right is the result in case of unsuccessful adaptation).

1)Identification of goals - lack of vision. The first thing the manager's adaptation process begins with is a clear understanding of the organization's global goals, its mission and philosophy. These long-term guidelines should unite efforts and underlie the work of all parts of the organization. Based on this, the manager must clearly understand the goals facing the unit that he has been assigned to lead, as well as the goals of other main divisions of the organization, and above all those with which he has to directly interact. This stage of manager adaptation is based mainly on the operationalization of global goals.

2)Distribution and organization - detached management. At the second stage of the adaptation process, the problematic task is to determine tasks for subordinates (based on global goals), as well as to organize their joint work. Along with the presence of special knowledge, this requires the implementation of basic management functions, the establishment of a network of interpersonal contacts, the organization of information flows and decision-making.

In implementing these tasks, planning both joint work and the activities of other departments (employees) becomes important.

3)Solving a new problem - broadcasting instructions. At the third stage, the manager, who has understood the goals of the organization and the unit, and has managed to organize subordinates to carry out already outlined plans, now needs to direct joint efforts to solve a relatively new task - for example, the introduction of a new method of organizing production.

A successful solution to such a problem will allow the manager, on the one hand, to get to know his subordinates in somewhat unusual conditions, and on the other, to show others and himself that he is a real organizer. This gives the necessary confidence in yourself, in your subordinates and in the common cause. Successful completion of the third stage implies that the manager will delve quite deeply into all the intricacies of the new task, “accompanying” the progress of its solution from beginning to end. At the same time, he will be required to update the entire complex of his managerial roles, but references to the global goals of the organization and their “decomposition” for subordinates are gradually fading into the background.

When a manager cannot offer anything relatively new, representing only a transmitting and distributing element in the management hierarchy, great difficulties arise in respect of authority among subordinates. The holistic picture of interpersonal interaction is disrupted and significantly impoverished, autonomously functional subgroups are formed, even the emergence of personally significant problems does not contribute to the convergence of the points of view of the minority and the majority.

4)Initial delegation - online mode. The main problem of the final - fourth - stage of the manager's adaptation process is the formation of the skill of distributing tasks and delegating authority. To do this, it is necessary to determine, based on the results of joint work, several (or at least one) subordinates who could be entrusted with independently performing an integral part of the work. By gaining the first experience of assigning part of his responsibilities to competent and executive subordinates, the manager gets the opportunity to better coordinate the work of the unit and pay more attention to long-term goals. Self-analysis of what has been achieved, identifying the strengths and weaknesses of your management style in order to improve it can be of great benefit. Under these conditions, the use of roles and the specification of global tasks for each subordinate are somewhat reduced in scope.

When a manager cannot determine the circle of subordinates capable of working sufficiently autonomously, this leads to the need for constant total control, which, in turn, causes inevitable nervousness, haste, and the impossibility of long-term planning.

Successful completion of all four stages leads, in our opinion, to fairly complete adaptation, that is, to the development of skills for interaction with management and subordinates to achieve the goals of the department and organization.

On my own behalf, I will add that I generally agree with the identified stages of adaptation. But the problem is that, for example, a situation can easily arise when a new manager is appointed to a newly created division / to a completely new line of work or project. That is, he immediately falls into the third (in A. Rean’s model) stage of adaptation, and he has to “give birth” to new tasks at his own peril and risk. At the same time, linking them to strategy (stage 1) and established business processes (stage 2) is extremely difficult.

But I agree that even if a completely new task arises before a novice manager, it still makes sense to take two steps back and first decide on strategic priorities; then build some kind of work/communication system; and only then engage in innovation.

Next, A. Rean offers a holistic two-dimensional model of management adaptation. At the initial (1 and 2) stages of adaptation, it is important to determine the operationalization of global goals, and at subsequent stages (3 and 4), communication skills become more priority (Rean calls this “role expression”). The two-dimensional model looks like this:

“As follows from the diagram, at the first stage of adaptation the leading role is played by the skills of operationalizing global goals, at the second stage both personal new formations are already involved (role behavior is added), then the performance of roles to solve a new problem comes to the fore, and, finally, at the last stage these two qualities are involved to a lesser extent, which means the adaptation is complete."

Duration going through the four stages of adaptation may vary. If everything works out well, then you can transform from a novice leader into a seasoned manager :)) in about one year. If difficulties arise at some stages of adaptation, the process can take 2-3 years.

According to A. Rean adaptation to a leadership position may not be successful. But this does not mean that the manager is unsuitable for the profession, or that the career has finally reached a dead end. The best solution would be to reduce the job level or return to the previous (or similar) position, but at a higher professional level (i.e. with greater functionality, responsibility, authority, remuneration, etc.).

And in conclusion, as I promised, the most interesting! ;) Rean believes that the success or failure of a manager’s adaptation to a new position can be predicted. And for this purpose, he developed the POMA test questionnaire - Predictive Questionnaire for Managerial Adaptation ( ). There are only 32 questions, you can answer them in 5-10 minutes.

If you got 23 points or less - welcome to my coaching! - write to [email protected], let's agree ;)

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The role of the head (director) in the management of a modern school. The head of the school (school director) is a key figure in the field of education, determining the success of the implementation of ongoing changes in education. According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who has such qualities as: competence; communication skills; attentive attitude towards subordinates; courage in decision making; ability to solve problems creatively. An effective school leader (director) is:     a creative person who is able to overcome stereotypes and find unconventional ways to solve the problems facing the school, create and use innovative management technologies; a person who constantly works on himself, on his professional and personal qualities; a strategist who sees the development of his school for several years ahead; a person who inspires the teaching staff with his example. Director of the Leadership Research Center at the Institute of Education, University of London, Professor Alma Harris, believes that there are many skills and competencies that a modern school leader (principal) must possess, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and assume that he can understand some issues better than him. In recent years, significant changes have been taking place in Kazakhstani schools. The educational process is being saturated with modern educational and technological equipment, teaching aids and educational complexes. Innovative educational technologies are being introduced into the educational process, not at the level of replacing individual parts, but at the level of conceptual changes, requiring the training of qualified teachers of a new formation. Schoolchildren of the 21st century are significantly different in development from schoolchildren of the twentieth century. Under these conditions, the functions and role of the school leader (director) change significantly. On the one hand, a school director is an effective manager, since today a school director has to perform a lot of management functions - budget management, interaction with the public, interaction with senior management, etc. The skills of managing an organization are becoming more and more important every day, and the director has no time to deal with pedagogy. Peter Drucker, the founder of modern management, based on many years of observations, came to a paradoxical conclusion: “strong professionals”, excellent specialists in their field, extremely rarely become good leaders. This is due to the fact that management is a very special type of professional activity, the result of which is directly related to a person’s personal effectiveness. On the other hand, within the framework of great freedom, the director of a modern school, in addition to management theory, must understand modern educational paradigms, priorities, and promising educational technologies.

Many experts believe that it does not matter what education a school director has, but he must have teaching experience: “Any school director must “stand at the bench”, at the blackboard in the classroom - have teaching experience. Otherwise he will not be able to be an effective school principal. Maybe he will be able to manage the school budget well, but he will not be a school director, in the real sense of the word.” Professor Alma Harris, director of the Center for Leadership Studies at the Institute of Education, University of London, shares a similar point of view: “Modern principals need to be able to manage their schools effectively, efficiently and intelligently. But for a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of high-quality teaching practice. The director must be able to do everything himself in this situation.” In practice, when a director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of educational technologies. According to a number of researchers, today there are four main types of school leaders (principals):     “authoritarian business executive”; “democratic business executive”; “authoritarian leader”; "democratic leader" At the same time, two of them are most often encountered: “authoritarian business executive” and “authoritarian leader,” the most popular of which is “authoritarian business executive.” Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is only possible ideally. Close to it are the original schools, where the director himself is a generator of innovation. According to experts, “the personal example and personal relationships that the director builds are key. An excellent manager who does not like people, an excellent manager who is not a teacher, cannot lead a school.” For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. At the same time, this can be achieved through self-education. In all cases, appropriate motivation is needed: personal ambitions (I’m no worse than others), the desire to make a career (the soldier who doesn’t want to become a general is bad), school patriotism (my school is better), the desire to earn money (if you work better, you get more). In modern times, the head (school director) is a coordinator, a social builder, a bearer of everything new, progressive and democratic. Based on various management principles, the manager uses an individual approach to teachers in his work, taking into account a person-centric approach. One of the options for a person-centered approach to the social, psychological and cultural ethical aspects of management is Dale Carnegie’s system, which he outlined in his famous 10 rules: 1. Start with praise and sincere recognition of the dignity of your interlocutor. 2. Point out the mistakes of others not directly, but indirectly. Direct criticism is useless because it puts you on the defensive. 3.Talk about your own mistakes first, and then criticize your interlocutor.

4. Ask your interlocutor questions instead of ordering him something. 5.Give people the opportunity to save their prestige. 6. Be generous with praise. 7.Create a good reputation for people, which they will strive to maintain and justify. 8. Encourage. Give the impression that mistakes are easy to correct, make everything you encourage people to do seem easy to them. 9. Make sure that people enjoy doing what you want. 10.Give people the opportunity to save face. “Effective manager” is a conventional concept that denotes an ideal manager who knows the basic principles of management theory, is able to effectively implement them in practice, and is characterized by high professional competence. An effective leader in modern society is one who knows how to correctly set and solve problems. There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, you need to learn to manage yourself, because “the ability to manage is different for all people, but those who know how to manage themselves, their actions and decisions successfully manage others.” Used literature: 1. Bolshakov A.S. Management. Tutorial. St. Petersburg: Publishing House "Peter", 2000. 160 p. 2. Intra-school management: Issues of theory and practice. Ed. T.I. Shamova. M., 1991. p. 352 3. Isaev I. F. School as a pedagogical system: Fundamentals of management. M.; Belgorod, 1997. p. 286 4. Kustobaeva E. Managerial culture of the director: adequate self-esteem. Public education. 2002. No. 1. 5. Pedagogy. Ed. P.I. Pidkasistogo. M., 1998. p. 452 6. Management of a modern school: A manual for the school director. Ed. M. M. Potashnik. M., 1992. p. 298 7. http://5fan.ru/wievjob.php?id=8015

The school director is a key figure in the field of education, determining the success of the implementation of ongoing changes in Russian education. So what should the director of a modern Russian school be like: an experienced teacher or an effective manager?

According to many experts in the field of pedagogical management, the director of a modern school is an effective leader who has such qualities as:

  • competence;
  • communication skills;
  • attentive attitude towards subordinates;
  • courage in decision making;
  • ability to solve problems creatively.

An effective school principal is:

  • a creative person capable of overcoming stereotypes and finding unconventional ways to solve problems facing the school, creating and using innovative management technologies;
  • a person who constantly works on himself, on his professional and personal qualities;
  • a strategist who sees the development of his school for several years ahead;
  • a person who inspires the teaching staff with his example.

Director of the Center for Leadership Research at the Institute of Education, University of London, Professor Alma Harris, believes that there are many skills and competencies that a modern school principal must possess, but the most important thing is the ability to form a team of teachers. It is the teacher who works directly with the student, and therefore the director must believe in the teacher, trust his opinion and assume that he can understand some issues better than him.

In recent years, significant changes have been taking place in Russian schools. Thus, the law “On Education in the Russian Federation” granted autonomy to educational organizations, which means independence in the implementation of educational, scientific, administrative, financial and economic activities, development and adoption of local regulations, as well as in determining the content of education, choosing educational and methodological provision, educational technologies for the educational programs they implement.

The principle of financial support for the school has changed - now money follows the student (per capita financing) in accordance with the state (municipal) assignment. Everything that is sold in excess of this task is paid, and the income from the school’s paid educational services is spent at its discretion.

As a result of restructuring and optimization, schools with more than 1,000 students arose; schools are complexes that are much more difficult to manage.

The educational process is being saturated with modern educational and technological equipment, teaching aids and educational complexes.

Innovative educational technologies are being introduced into the educational process, not at the level of replacing individual parts, but at the level of conceptual changes, requiring the training of qualified teachers of a new formation.

Schoolchildren of the 21st century are significantly different in development from schoolchildren of the twentieth century.

Under these conditions, the functions and role of the school director change significantly. On the one hand, a school director is an effective manager, because today a school director has to perform a lot of management functions - managing the budget, interacting with the public, interacting with management, etc. The skills of managing an organization are becoming more and more important every day, and the director has no time to deal with pedagogy.

Peter Drucker, the founder of modern management, based on many years of observations, came to a paradoxical conclusion: “strong professionals”, excellent specialists in their field, extremely rarely become good leaders. This is due to the fact that management is a very special type of professional activity, the result of which is directly related to a person’s personal effectiveness.

On the other hand, within the framework of great freedom - financial and content - the director of a modern school, in addition to management theory, must understand modern educational paradigms and priorities, and promising educational technologies.

Thus, the vice-president of the Russian Academy of Education, Viktor Bolotov, believes that it does not matter what kind of education a school director has, but he must have teaching experience: “Any school director must “stand at the machine”, at the blackboard in the classroom - have teaching experience. Otherwise he will not be able to be an effective school principal. Maybe he will be able to manage the school budget well, but he will not be a school director, in the real sense of the word.”

Professor Alma Harris, director of the Center for Leadership Studies at the Institute of Education, University of London, shares a similar point of view: “Modern principals need to be able to manage their schools effectively, efficiently and intelligently. But for a school that is experiencing serious difficulties, just a good manager is not enough. She needs a director who can show by example what a good lesson is, because in problem schools, as a rule, there are few good teachers, and teachers simply have nowhere to take examples of high-quality teaching practice. The director must be able to do everything himself in this situation.”

In practice, when a director has a lot of managerial and other tasks, it is difficult to demand that he be an effective manager and an effective innovator in terms of educational technologies. According to a number of researchers, there are four main types of school principals in Russia today:

  • “authoritarian business executive”;
  • “democratic business executive”;
  • “authoritarian leader”;
  • "democratic leader"

At the same time, two of them are most often encountered: “authoritarian business executive” and “authoritarian leader,” the most popular of which is “authoritarian business executive.”

Unfortunately, such a combination, when the director is both a talented teacher and an effective manager, is only possible ideally. Close to it are the original schools, where the director himself is a generator of innovation. According to the rector of the National Research University Higher School of Economics Ya.I. Kuzminova “personal example and personal relationships that the director builds are key. An excellent manager who does not like people, an excellent manager who is not a teacher, cannot lead a school.”

For the most part, effective leaders are not born, but made. You can gain knowledge and skills of effective management by undergoing special training. At the same time, this can be achieved through self-education. In all cases, appropriate motivation is needed: personal ambitions (I’m no worse than others), the desire to make a career (the soldier who doesn’t want to become a general is bad), school patriotism (my school is better), the desire to earn money (if you work better, you get more).

There are plenty of methods and trainings on how to become an effective school director - choose according to your taste. For example, the methods of Peter Drucker, who believes that in order to become a successful leader, first of all, you need to learn to manage yourself, because “the ability to manage is different for all people, but those who know how to manage themselves, their actions and decisions successfully manage others.” Here are some of his tips:

— Personal effectiveness is not an innate quality. But it can be learned by developing and correctly using your strengths.

— All effective managers constantly monitor their time management activities.

— A manager who does not ask himself the question of his personal contribution to the result does not have the right to demand the same from his subordinates.

— Concentrating primarily on weaknesses and shortcomings gives rise to problems, while focusing on the strengths of subordinates, partners, senior management and one’s own makes the team’s work as productive as possible.

- If there is any main secret to effectiveness, it is concentration. The more strongly and successfully a person concentrates his time, efforts and resources, the more diverse problems he will be able to solve.

An effective leader is a leader who makes effective decisions.

— The team obeys the decision made the more willingly, the better it is explained to each individual employee.

An effective leader solves a problem only once. But he decides in such a way that in the end there is a clear scenario that anyone can follow, or a rule that everyone understands.
— Efficiency at work is not only the habit of doing the right thing and expediently, but also a set of certain practical techniques. Following these techniques is another good habit that a leader must definitely learn.

Director of a Russian school according to the results of the international study TALIS

Almost all of the directors surveyed (198 directors from 14 regions took part in the survey) underwent management training, but only a third of them completed it before taking office. For comparison: in most other countries, the talent pool begins to be prepared in advance; Singapore and South Korea, which demonstrate high educational results of schoolchildren in international studies, almost three-quarters of directors undergo serious training before appointment.

Russian leaders, compared to their foreign colleagues, are more focused on administrative work and spend less time working with teachers, parents and students - they simply do not have time for it.

Despite the fact that, in comparison with other countries, Russia leads in the number of management teams and governing councils created in schools, directors are prone to authoritarian decision-making.

Reference.

“Effective manager” is a conventional concept that denotes an ideal manager who knows the basic principles of management theory, is able to effectively implement them in practice, and is characterized by high professional competence. An effective leader in modern society is one who knows how to correctly set and solve problems.

TALIS (Teaching and Learning International Survey) is the first international study to analyze the learning environment, working conditions and assess the quality of the teaching staff. Russia has been participating in TALIS since 2013 in accordance with the State Program “Development of Education”. The research operator was the Institute of Education of the National Research University Higher School of Economics.

Who is the director of a modern Russian school?

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